A questionnaire designed to solicit information on types of modifications facilitative of regular class teachers' acceptance of elementary-age exceptional children into their classrooms drew responses from 100 regular education teachers. Data indicated that regular educators' participation in the mainstreaming process, rather than availability of specific classroom modifications, was an important factor in their accepting handicapped students. While no significant differences were noted in number of modifications as a function of diagnostic label, teachers did indicate that preferences for mainstreaming modifications differed from their current situation. The data are discussed relative to mainstreaming and current educational trends.
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